Asociación entre las dimensiones de la Taxonomía Revisada de Bloom y la alfabetización, razonamiento y pensamiento estadístico

This study examines the relationship between cognitive processes and knowledge types from Bloom's Revised Taxonomy and approaches to statistical literacy, reasoning, and thinking.Through a content analysis of the literature, statements on statistical approaches were identified and classified by cognitive processes and knowledge types.Contingency tables were then developed, and simple correspondence analysis (SCA) was performed.The results indicate that remembering, understanding, applying, and evaluating are processes more closely linked to statistical literacy, whereas analyzing and creating are more closely associated with statistical reasoning and thinking.Statistical literacy is more closely related to factual, conceptual, and procedural knowledge, as well as to the combination of factual and conceptual knowledge.The conceptualprocedural-metacognitive and factual-conceptual-procedural-metacognitive combinations are closer to statistical reasoning and statistical thinking.It is concluded that the association structure found configures a cognitive progression among the three approaches, nuanced by the proximity of literacy to the evaluation process and by the inclusion of metacognitive knowledge in the knowledge combinations closest to reasoning and statistical thinking, which offers implications for the design of learning trajectories.